An Introduction: Dewey’s Influences LUZ CARIME BERSH, Ph. D. National-Louis University.

THE HISTORY OF THE UNIVERSITY OF CHICAGOLABORATORY SCHOOLS

An Introduction: Dewey’s Influences

LUZ CARIME BERSH, Ph. D.National-Louis University

DEWEY IN THE UNIVERSITY OF CHICAGO

1894- Head of the Departments of Philosophy, Psychology and Pedagogy.

1894-The University of Chicago opened the Dewey Schools (The Laboratory Schools)

THE UNIVERSITY OF CHICAGO LABORATORY SCHOOLS

LAB SCHOOLS OPEN WITH A BUDGET OF $ 1,000, FROM U. OF CHICAGO

12 PUPILS (AGES 6-9) 2 TEACHERS 1 INSTRUCTOR FOR MANUAL TRAINING.

Francis Parker and the Progressives

Francis Parker's Biography

Known as the Father of the Progressive Movement in Education

Parker’s Educational Philosophy

In Europe, Parker examined the new methods of pedagogy being developed there, proposed by European theorists, such as Jean-Jacques Rousseau, Friedrich Fröbel, Johann Heinrich Pestalozzi and particularly Johann Friedrich Herbart. Parker asserted that students benefit most from reading works of high interest, thereby activating background knowledge. A supporter of balanced instruction, he encouraged the use of the elements of phonics, as well as lists of word families, onsets and rhymes, to assist in word recognition. This innovative educator integrated the skill areas of reading, writing, listening and speaking. Parker advocated many of the current language experience and process writing approach methodologies.

He believed that children should write across the content areas on subjects that interested them, for enjoyment and that the proper form would come with practice. All writing should be natural and connected to authentic and meaningful activities, using the child’s own vocabulary; in other words, experience based writing. Parker was a teacher, principal and a lecturer, who wanted all children to have their own slate boards, so they could write and draw freely without fear of mistakes.

Retrieved from http://en.wikipedia.org/wiki/Francis_Wayland_Parker, on March 18th, 2009.

PESTALOZZI: The school as a big family.

School in a farm in Switzerland for girls and boys.

Regular education + vocational training= Learning through activity.

Kindness and caring are vital for children education.

FROEBEL:The father of kindergarten

Learning through activity and play as vital elements of children’s nature and development.

Education should aim at children’s interest and natural development.

OTHER INFLUENCES

HORACE MANN: Against “harsh pedagogy in the classroom”.

BELFIELD: Opened a manual training high school- An alternative to traditional education: Students need to be involved in multi-sensory activities. Self-discipline.

COLONEL PARKER: Promoted self development: Learning by doing. Children need to grow naturally and free.

THE DEWEY SCHOOL…AN EXPERIMENT

The Principles

Connection between the child’s home activities and the school.

Through manual training,cooking, sewing and constructing, children develop their social experience.

Reading, writing, the numbers would be taught incidentally, as the child develops a

need to communicate and learn more.

The child should perform activities relevant to his nature, not prepare for adulthood.

School as a community: The child has a responsible role within it.

Using the children’s innate tools to problem solve: Creativity, curiosity, inventiveness,

trial-error.

Key ideas: Self-discipline by

doing his task. No external

rewards. A child-centered

approach in teaching.

Interesting Links

Dewey's voice.au Video schools of tomorrow.doc YouTube progressive education John Dewey Bio School and Society Revisited-article

Link to…

http://dewey.pragmatism.org/